School's Report 2012 National Senior Certificate (NSC) Examination

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1.5 The Department’s Contribution to National Outcomes Schooling 2025 is a national plan aimed at enhancing the quality of education in schools with the support of Head offices and districts in provinces. It forms a consolidation of existing public commitments and is intended to flag priorities and key measurable areas of performance for all levels, including schools. In addressing the national plan the Department has launched the Programme of Action, which is aimed at elaborating and simplification of the Annual Performance Plan (APP). The Department has aligned the goals of Schooling 2025, to all the initiatives and intervention programmes, to the Department’s Programme of Action. This ensures that the KwaZulu-Natal Department of Education is in sync with National mandates, and contributes towards National goals and outcomes, rather than working in “silos”. The KwaZulu-Natal Department of Education’s vision is to promote “a well educated, skilled and highly developed citizenry’. Its goal to enhance service delivery and provide high quality education for all the Province’s learners has necessitated that the department streamlines the schooling system to make it more efficient and less wasteful. The intended transformation programme will address the following key issues: • the transformation of small and non-viable schools • the elimination of multi-grade teaching • streamlining of the typologies of the schooling system • re-naming of certain schools • the establishment of Model Schools. • provision of support to ECD sites for 0 - 4 year old children in collaboration with the Department of Social Development and Department of Health. • ensuring that all children are given access to 2 years of ECD programmes before Grade 1. • ensure access to education for learners with barriers to learning The Delivery Agreement signed by the MEC for Education implies that the Department of Education is constitutionally bound to provide quality basic education to all learners in KZN. The provision of quality basic education is a fundamental requirement for all children. That is why the Department has consistently sought to improve teaching and learning in schools. The provision of classroom equipment has been identified as one of the means to realise the goal of providing quality education. The Department has identified the provisioning of minimum and basic classroom equipment during the 2012 academic year as a priority. It is however, important to note that provisioning of classroom 20
SCHOOL’S REPORT 2012 NATIONAL SENIOR CERTIFICATE (NSC) EXAMINATION equipment for all schools equitably, is constrained by the limited resources that are available. Therefore, it is required that a funding model be developed to ensure that the provisioning of classroom equipment is guaranteed for all schools. 1.6 Action Plan to 2014 towards the Realisation of Schooling 2025 The KwaZulu-Natal Department of Education is endeavouring to comply with the “Action Plan to 2014 towards the Realisation of Schooling 2025”. Areas that have been prioritised, include: • an increase in the number of learners in Grade 3, who by the end of the year have mastered the minimum language and numeracy competencies for Grade 3. • an increase in the number of learners in Grade 6, who by the end of the year have mastered the minimum language and mathematics competencies for Grade 6. • an increase in the number of learners in grade 9, who by the end of the year have mastered the minimum language and Mathematics competencies in grade 9. Goal 4. • increase in the number of Grade 12 learners, who become eligible for a Bachelors programme at a university. • increase in the number of Grade 12 learners who pass Mathematics. • increase the number of Grade 12 learners who pass Physical science. • improvement in the average performance in languages of Grade 6 learners. • Improvement in the average performance in Mathematics of Grade 6 learners. • ensuring that all children remain effectively enrolled in school up to the year in which they turn 15. This chapter has shown an intergrated nature of policy processes and the role of the KwaZulu-Natal Department of Education in addressing them. 21
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Page 8 and 9: STRATEGIC GOAL 4 Strategic Objectiv
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Page 12 and 13: The advent of a democratic dispensa
Page 14 and 15: I am pleased to present the 2012 Sc
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SCHOOL’S REPORT 2012 NATIONAL SEN
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6.1. Provincial Analysis 6.1.1. Ove
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Figure 4: Districts ranked in order
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6.2 Performance by Gender Of the 12
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Table 2: NSC passes by type of qual
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6.5 Performance per quintile rankin
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Figure 14: Performance in Quintile
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6.6 Candidates performance in selec
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Figure 2(b) Comparison of the overa
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Business Studies The performance of
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Figure 5(a) Comparison of the pass
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Figure 6(b) Comparison of the overa
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Life Sciences One of the critical s
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Figure 9(a) Comparison of the pass
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Figure 10(a): Comparison of the ove
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CONCLUSION The quantitative and qua
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Overall Performance by Centre Distr
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ILEMBE 5413122 SHAKASKRAAL S 4 129
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PINETOWN 5412326 NEW RIVER P 3 16 1
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SISONKE 5313111 MARIATHAL COMBINED
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UGU 5312212 JOLWAYO S 2 169 166 108
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UMGUNGUNDLOVU 5311427 NGCEDOMHLOPHE
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UMKHANYAKUDE 5111246 SIBHAMU H 1 56
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UMLAZI 5411417 MOWAT PARK H 5 144 1
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UMLAZI 5411143 DUMISANI MAKHAYE H 3
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UMZINYATHI 5212245 NOMAFU H 1 31 31
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UTHUKELA 5211308 ENDAKANE H 3 58 57
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UTHUNGULU 5113444 MKHONTO H 2 33 32
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ZULULAND 5112125 KWABHANYA S 2 61 5
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ZULULAND 5112510 KWAMZIWENTSHA H 2
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School's Report 2012 National Senior Certificate (NSC) Examination

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